In response to this issue, the study titled “Investigating the Influence of Grammatical Mastery on Sentence Structure in Written English Among English Language Majors” was conducted to e
BACKGROUND OF THE STUDY
For English majors, grammar serves as the essential foundation for effective written communication While vocabulary building is widely recognized, the ability to construct grammatically correct sentences and apply context is crucial for clarity in writing Despite years of grammar study, many students struggle to translate their theoretical knowledge into practical application, highlighting a significant gap between understanding grammar rules and employing them effectively in their writing.
Previous studies highlight the significant connection between grammar and writing quality For example, Arias-Chinchilla (2014) found that English majors at the University of Costa Rica acknowledged the importance of grammar, yet struggled to apply their knowledge effectively Similarly, research by Rokhimah and Rachmania (2018) in Indonesia demonstrated that students' understanding of sentence structure directly impacts their writing abilities, leading to a 51% improvement in writing outcomes In Vietnamese universities, researchers emphasize that strong grammar skills are crucial for students to articulate their ideas clearly Ultimately, enhancing writing skills involves more than just memorizing grammar rules; it requires helping students comprehend how grammar influences their writing and providing opportunities for meaningful application.
This study aims to explore the relationship between grammar and sentence structure in English, specifically targeting English majors in Vietnam's esteemed higher education system By understanding the impact of grammar on writing, the research seeks to provide practical insights for enhancing student expression The findings may suggest that grammar instruction should prioritize practical application over rote memorization, enabling students to improve their writing skills A strong correlation between grammar and writing proficiency could indicate the necessity for grammar lessons to focus on real-world writing scenarios.
STATEMENT OF THE STUDY This research explores how
This research investigates the impact of grammatical proficiency on the sentence construction of English language majors in academic writing Despite grammar instruction being a key component of language education, many students struggle to apply their knowledge effectively, leading to unclear and incoherent sentences The study aims to identify the relationship between students' understanding of grammar and the quality of their sentence structure The anticipated findings will provide valuable insights for educators, encouraging a shift from rule-based teaching to more writing-focused strategies that enhance students' communication skills in real-world contexts.
SIGNIFICANCE OF THE STUDY The study plays an important role in
This study is crucial for enhancing the quality of English teaching and learning by exploring the connection between grammar ability and writing skills, which are often assessed separately In Vietnam, where English is vital for academic and career success, understanding the impact of grammar on sentence structure is essential for effective teaching and learning Despite being frequently overlooked, grammar knowledge is key for English students to construct clear and coherent sentences Additionally, this research clarifies the process of language cognition in academic writing and offers practical suggestions for integrated grammar teaching methods to comprehensively improve students' writing skills.
Integrating grammar instruction with writing tasks can enhance students' ability to use grammar purposefully, bridging the gap between theoretical knowledge and practical application This holistic approach to teaching grammar not only improves students' grammatical skills but also empowers them to communicate effectively in English In the context of higher education in Vietnam, fostering these communication skills is crucial for students' academic and professional development, opening doors to global opportunities.
This study highlights the significance of grammar in enhancing clarity, coherence, and professionalism in writing, which is essential for academic success and future career communication By focusing on second language writing development, the research aims to inform teaching practices and improve learner outcomes in Vietnamese higher education Understanding the intricate relationship between grammar and writing ability will facilitate the creation of effective teaching methods that extend beyond traditional grammar instruction, ultimately enriching students' understanding and application of grammar in their written communication.
This study investigates the relationship between grammar knowledge and English sentence writing ability among English major students at a university in Vietnam It aims to clarify how mastering grammar can enhance academic writing quality If a strong correlation is identified, the findings will inform teaching practices, encouraging educators to integrate writing instruction with grammar lessons This approach can bridge the gap between theory and practice, enabling students to write in English more clearly, accurately, and confidently Ultimately, the research seeks to address the disconnect between grammatical knowledge and effective written expression, equipping students with the skills necessary for academic success and future career readiness The implications of this study may extend beyond the classroom, fostering positive learning outcomes and better preparation for employment opportunities.
THE ORGANIZATION OF THE STUDY
The current study consists of four main chapters: (1) Introduction, (2) Literature Review, (3) Research Methodology, (4) Expected Outcomes and Conclusion.
Chapter 1: Introduction - Provides the background for the study and discusses the context, rationale, objectives and importance of exploring the relationship between grammar proficiency and sentence structure in English written by English major students.
Chapter 2: Literature Review - Provides a survey of the current academic literature and theoretical frameworks related to the relationship between grammar proficiency and writing ability, providing the theoretical context for the study.
Chapter 3: Research Design - Explains in detail the research design, instruments, data collection and procedures, as well as the research methods used to study the research problem.
Chapter 4: Expected Outcomes and Conclusion - Describes the expected results and significance of the study, the contribution of the study to the field of teaching and learning English as a second language.
THEORETICAL BACKGROUND
Writing in English is a highly valuable yet challenging skill It requires mastering various language structures and logically connecting them to create coherent sentences Effective writing also involves communicating messages clearly to convey meaning to readers.
Writing skills encompass more than just grammar and vocabulary; they also involve coherence, cohesion, and appropriate expression Various factors influence effective writing, including proper grammar, punctuation, and idiomatic knowledge To enhance their writing abilities, learners should engage in regular practice, daily reading, guided activities, and seek feedback from teachers and peers.
Writing is a complex cognitive and social process that goes beyond mere task completion (Flower & Hayes, 1981) It enables individuals to express their thoughts while also serving as a vital tool for constructing knowledge and synthesizing ideas meaningfully.
Writing is a multifaceted cognitive process that integrates short-term and long-term memory, imagination, logical reasoning, information processing, and problem-solving skills It goes beyond simply putting words together; it requires the organization of ideas, contextual responsiveness, and clear communication of the writer's intent The writing process typically involves several stages: ideation, drafting, editing, and finalizing, each contributing to a coherent and persuasive text According to the cognitive model by Flower and Hayes, writing is dynamic, as writers continuously adjust their goals, utilize working memory, and draw on existing knowledge to effectively develop their content.
Writing is an organized process that enables writers to clearly and purposefully convey meaning, as highlighted by Widdowson (2001), who views it as a form of communication distinct from speech Crystal (2006) supports this notion, stating that writing utilizes visual symbols to express meaning through physical means Additionally, Bloomfield (cited in Crystal, 1994) notes that writing serves as a tool for preserving spoken language rather than being the essence of it From a language teaching perspective, Olshtain (1991) emphasizes that writing is a communicative activity that can be developed as a second language skill, underscoring the complex interactive process between the writer, language, and communicative context.
Writing can be classified based on its specific functions, including academic writing, creative writing, technical writing, and general communication (Bazerman,
Academic writing necessitates a formal structure and a coherent set of arguments that align with established conventions (Bailey, 2003) Unlike note-taking, which primarily focuses on recording information, writing serves a deeper purpose by facilitating cognitive processing, ensuring effective organization of ideas, and achieving the intended communicative goals.
Writing is shaped not only by cognitive factors but also by societal, cultural, and technological influences Globalization has introduced diverse variations in English writing, as highlighted by Canagarajah (2002), allowing writers from various backgrounds to express their unique habits and beliefs In the realm of digital communication, the rise of collaborative writing tools powered by artificial intelligence (AI) is transforming writing production and evaluation (Hyland, 2018) This evolution prompts a reevaluation of how writing is assessed, emphasizing the need for a broader definition of writing ability Key aspects of quality writing include coherence, cohesion, clarity, audience awareness, and rhetoric Effective writing informs, persuades, engages, and influences communication The development of writing skills, particularly in a second language, follows predictable stages (Long, 1996; Ortega, 2009), influenced by cognitive processes, language transfer, and sociocultural contexts.
2.1.2 Grammar definition in linguistic theory
Grammar encompasses the linguistic rules that dictate the structure of words, phrases, and sentences Thornbury (2002) emphasizes that grammar is more than mere rules; it is the method by which individuals construct meaningful sentences It serves as a framework for learners to express thoughts coherently and purposefully Jamhuri (2021) highlights that grammar combines useful syntactic rules essential for effective communication Linguistic scholars have explored grammar from various theoretical perspectives, including traditional normative grammar and contemporary approaches like Chomsky's Minimalist Program (1995, 2015) and Halliday's Systemic Functional Grammar (Matthiessen, 2014), which focus on cognitive and functional aspects Additionally, linguistic research addresses related areas such as syntax (Radford, 2004), morphology (Booij, 2012), phonology (Hayes, 2009), and semantics (Lửbner, 2013) Grammatical principles can be categorized based on their usage, with normative grammar outlining widely accepted and standardized language structures (Hudson).
Traditional grammar books explicitly outline correct and incorrect language usage, emphasizing rules like subject-verb agreement and punctuation, which are crucial for academic writing and teaching In contrast, descriptive grammar focuses on how language is used in various contexts, acknowledging that language change is a natural process influenced by speakers' backgrounds This approach is often employed by sociolinguists studying dialects and variations in usage Functional grammar, on the other hand, examines how grammatical structures contribute to meaning in communication, analyzing the roles of clauses and sentence forms in conveying actions and relationships A significant theory in linguistics is transformational-generative grammar, introduced by Chomsky, which posits that humans have an innate grammatical mechanism enabling them to create an infinite number of sentences from universal rules Chomsky's Minimalist Program further explores the core principles shared by all languages, explaining differences through specific parameters based on a common set of principles.
2.1.3.1 Definition and components of sentence structure
Sentence structure is a fundamental aspect of linguistics that focuses on the arrangement of words and phrases to effectively convey meaning As noted by Tamang (2022), it involves more than just adhering to grammatical rules; it is about organizing vocabulary to fulfill expressive purposes This intricate linguistic system combines elements like subjects, predicates, objects, and adverbs to create coherent sentences Additionally, it operates hierarchically, with words forming phrases that connect to create larger grammatical units.
Quirk et al (1985) emphasized that sentences serve as the fundamental unit of grammar, with meaning derived from the logical arrangement of clause components A typical sentence structure comprises a subject, predicate, object, complement, and modifiers Chomsky (1965) further contributed by differentiating between surface structure, which refers to the specific word arrangement, and deep structure, which pertains to the underlying semantic meaning This analysis enhances our understanding of how humans process and comprehend language on both formal and cognitive levels.
Sauerland (2016) defines a sentence as a complete linguistic sequence that meets two key criteria: it cannot be split into smaller grammatical parts, and altering the order of its components compromises its core meaning This highlights that sentence structure intertwines grammar with logic, emphasizing the importance of precise expression in communication.
Sentence structure is crucial for effective communication, as it organizes elements like subject, predicate, object, and adverb (Tamang, 2022) Quirk et al (1985) classify the simple sentence as the fundamental form, comprising an independent clause that expresses a complete thought independently.
A compound sentence is formed by joining two independent clauses with a conjunction or conjunctive adverb, establishing a logical connection between distinct ideas (Sauerland, 2016) In contrast, a complex sentence includes a main clause and at least one subordinate clause, which, despite having their own subjects and verbs, cannot stand alone and must be connected to the main clause (Chomsky, 1965) Furthermore, complex sentences can consist of multiple main clauses along with one or more subordinate clauses, resulting in a more intricate grammatical structure (Quirk et al., 1985).
Syntactic errors, such as run-on sentences and sentence fragments, can significantly impact sentence coherence Johnson (1967) noted that run-on sentences arise when independent clauses are improperly combined without appropriate conjunctions or punctuation, leading to confusion about the main idea Additionally, fragment sentences, which consist of incomplete phrases or clauses, render the sentence ungrammatical and challenging to comprehend.
GRAMMATICAL MASTERY
Grammatical mastery involves more than just knowing individual grammar rules; it requires a comprehensive understanding of how these rules interact to create complex sentence structures According to Larsen-Freeman (2017), learners must develop both thinking and practical skills to use language effectively across various communicative contexts By viewing grammar as a dynamic and evolving system, learners are encouraged to apply rules flexibly in real-life situations.
Myhill and Watson (2014) highlight that mastering sentence structure is essential for achieving "grammatical competence," as it enables learners to grasp sentence components, their relationships, and the rules for forming coherent texts Hyland (2016) supports this by stating that a solid understanding of grammar allows learners to create layers of meaning, enhancing communication effectiveness Similarly, Ellis (2015) emphasizes that grammar mastery aids in constructing correct sentences and helps learners comprehend how language conveys meaning across various communicative contexts.
Grammatical mastery encompasses the ability to analyze complex sentence structures and produce language suited for specific communicative purposes, requiring both logical thinking and creativity (Ferris, 2018) By examining grammar in academic and literary texts, learners enhance their understanding of how grammar influences communication and develop diverse sentence structures Swain (2015) highlights the importance of learners creating texts with complex grammar, which helps them recognize knowledge gaps and fosters improvement Byrnes (2016) supports this by stating that analyzing authentic texts enhances learners' creative and effective use of grammar Smith and Brown (2025) advocate for functional grammar teaching, emphasizing its role in conveying meaning in real-life contexts Additionally, grammar proficiency involves identifying and correcting errors in both written and spoken language, which is crucial for clear communication Tools like grammar checking software can significantly aid in developing these skills.
Grammar instruction should prioritize communicative functions over mere rule memorization, enabling learners to apply grammar more flexibly (2017) This perspective is echoed by Celce-Murcia and Olshtain (2014), who assert that grammar teaching must connect to specific communicative purposes, allowing students to grasp the practical significance of grammar.
Mastering grammar involves recognizing the dynamic and evolving nature of language, as highlighted by modern researchers (2025) Effective language use requires learners to adapt to these changes, especially in light of advancements in natural language processing (NLP) and large language models (LLM), which are reshaping grammar teaching methods Ellis (2018) emphasizes that grammar learning is an ongoing process, necessitating continual adaptation to linguistic shifts Furthermore, Larsen-Freeman and Cameron (2015) view grammar as a system in constant flux, underscoring the importance of dynamic learning in this field.
In summary, "grammatical mastery" encompasses a multifaceted understanding of language, going beyond mere memorization of rules It involves the skillful and adaptable application of these rules in practical communication scenarios.
2.2.2 The role of grammar mastery in writing
In linguistics, particularly in enhancing English writing skills, "grammar proficiency" transcends mere memorization of rules Yuliawati (2022) emphasizes that mastering grammar is essential for learners to navigate the complexities of language, enabling them to construct sophisticated sentences and express ideas accurately, which is crucial in academic settings.
Myhill and Watson (2014) highlight the crucial importance of grammar in enhancing writing skills, noting that a strong grammatical foundation enables learners to better understand sentence structure and express their thoughts through varied and complex texts Similarly, Hyland (2016) asserts that the versatile application of grammatical structures not only fosters a unique writing style but also enhances the effectiveness of communication.
Modern research advocates for a shift in grammar teaching from a strict focus on formal rules to an integrated approach that emphasizes real-life communication Ferris (2018) highlights that combining grammar instruction with creative writing activities allows learners to engage with grammar more naturally, leading to improved application of their knowledge.
Swain (2015) highlights the critical role of language production in grammar learning, asserting that when learners engage in creating texts with intricate grammatical structures, they become aware of their linguistic limitations This awareness drives them to actively enhance their language skills, thereby facilitating the overall process of language acquisition.
Larsen-Freeman (2017) presents a dynamic view of grammar, emphasizing that it is not a fixed system but a fluid and evolving structure She advocates for a functional approach to grammar instruction, focusing on how grammar facilitates meaning in authentic communication contexts.
THE RELATIONSHIP BETWEEN GRAMMATICAL MASTERY AND
The interplay between grammar mastery and sentence structure is dialectical, where grammar serves as the foundation for building sentence structures, while sentence structure embodies the practical application of grammatical principles (Larsen-Freeman, 2017).
Grammar is a dynamic and evolving system, not merely a collection of static rules To effectively convey meaning in real-life communication, learners must deeply understand grammatical principles and possess the skills to analyze and construct contextually appropriate sentence structures.
Research by Myhill and Watson (2014) indicates that proficiency in grammar enhances learners' comprehension of sentence structure, enabling them to create more complex and diverse texts They propose that grasping sentence constituents, their interrelations, and the governing rules will improve the clarity, coherence, and overall effectiveness of written communication.
Research indicates that effective grammar instruction should integrate formal grammar rules with the analysis of sentence structure in real texts Ferris (2018) demonstrates that this combination enhances grammar acquisition by using sample texts for analysis.
Recent advancements in natural language processing (NLP) have led to innovative methods for exploring the connection between grammar and sentence structure Johnson and Lee (2025) highlight that large language models (LLMs) can provide insights into how humans understand and generate complex sentences.
Smith and Brown (2025) highlight the significance of functional grammar instruction, which aids learners in grasping how grammar conveys meaning in real-life communication They assert that examining sentence structures in authentic texts enhances learners' comprehension of grammar's role in producing various communicative effects In summary, achieving "grammar mastery" is essential for effective communication.
The relationship between sentence structure and grammar is intricate and interdependent Mastering grammar enables learners to create varied and impactful sentence structures, while examining these structures enhances their comprehension of grammatical concepts.
THE RELATED STUDIES
Students often struggle with relative clauses and adverbs, which require a nuanced approach to integrating ideas (Ferris, 2011) Syntactic flexibility is crucial for creating coherent and persuasive academic discourse (Swales & Feak, 2012) Proficient use of complex syntactic structures reflects both linguistic competence and logical reasoning (Hyland, 2013) Common errors, such as subject-verb disagreement and improper preposition use, can diminish text clarity (Hyland, 2013) Syntactic errors often stem from vocabulary and grammar deficiencies, negatively impacting academic writing quality (Nation, 2013) Additionally, incorrect use of cohesion devices and transitional phrases significantly impairs the reader's ability to follow the text's logical flow (Flowerdew, 2015) Properly employing these elements enhances understanding and creates a more engaging reading experience by logically linking ideas.
GRAMMATICAL ERRORS
Grammatical errors are a common challenge in second language (L2) writing, especially for English as a Foreign Language (EFL) learners, as grammar proficiency plays a crucial role in sentence structure, coherence, and clarity Research indicates that frequent grammatical mistakes can diminish the intelligibility of written texts and negatively impact the writer's credibility in academic contexts.
Common grammatical errors in EFL writing include subject-verb disagreement, incorrect verb tenses, article misuse, prepositional errors, and faulty sentence structures like fragments and run-ons (Darus & Ching, 2009; Zhang, 2018) Ferris (2018) notes that these mistakes arise from limited grammatical knowledge and a lack of awareness of syntactic patterns and discourse coherence Research by Nguyen and Tran (2023) highlights that Vietnamese university students frequently struggle with fragment sentences and tense inconsistencies, which often disrupt idea progression and text cohesion.
A study by Yang (2004) highlights the detrimental effects of grammatical errors on the quality of academic writing, indicating that students with difficulties in grammar often create sentences that are both less complex and less accurate.
Lu (2010) found that syntactic complexity is closely tied to grammar mastery, and students with higher grammar proficiency tend to make fewer errors and demonstrate greater variety in sentence structure.
Grammatical errors in writing are interconnected with vocabulary use and discourse coherence According to Nation (2013), students with weak grammar foundations often find it challenging to express nuanced meanings and maintain logical flow in their writing This perspective aligns with Swales and Feak's (2012) assertion that effective academic writing demands both grammatical accuracy and rhetorical awareness, which are hindered by ongoing grammar mistakes.
Recent pedagogical trends emphasize the integration of grammar instruction with writing tasks instead of teaching grammar in isolation Effective strategies such as corrective feedback, peer review, and grammar-focused writing workshops help students identify and correct errors in their drafts Additionally, the rise of digital tools like Grammarly and AI-supported platforms offers learners real-time feedback, enhancing both accuracy and autonomy in their writing.
Grammatical errors pose a major obstacle to effective academic writing for English majors, affecting communication and diminishing the quality and persuasiveness of their texts To overcome these challenges, a comprehensive instructional strategy is essential, combining grammar instruction with contextualized writing practice, and enhanced by human feedback and technological tools.
RESEARCH GAPS
Recent research has advanced our understanding of sentence structure components (Quirk et al., 2010; Tamang, 2022), yet there remains a gap in exploring the intricate relationship between grammar proficiency and the syntactic configurations evident in the written outputs of English language learners Current studies primarily assess general writing proficiency or isolate specific grammatical errors, often overlooking critical aspects such as verb tense accuracy, proposition complexity, and cohesive measures that directly influence sentence structure complexity and accuracy Notably, while Lee & Kim (2024) aim to evaluate overall writing ability, they fall short of providing a detailed analysis of how grammatical knowledge translates into specific sentence structures Similarly, Nguyen & Tran (2023) focus on error analysis without systematically linking these errors to students' capabilities in constructing diverse sentence types.
The impact of modern digital tools and AI platforms on sentence structure development among students has been underexplored These technologies hold significant potential to transform writing activities and alter the nature of questionnaires, necessitating thorough investigation The study highlights the limited understanding of how English language students engage with these tools to enhance their sentence construction.
(2025) discusses AI's extensive impact on academic writing, they do not delve into the specific relationship between AI use and sentence structures created by students in the English language.
RESEARCH AIMS AND RESEARCH QUESTIONS
This study aims to explore the impact of grammatical mastery on sentence structure in written English among senior English language majors at Nam Can Tho University By analyzing grammar test scores alongside students' written texts, the research seeks to elucidate the role of grammar knowledge in enhancing sentence construction.
What is the relationship between students’ grammatical mastery and their use of sentence structure in English writing?
What common grammatical errors do senior English majors make in their written English?
This study focuses on around 100 final-year English language students at Nam Can Tho University, who have completed most of their core linguistic and writing courses These senior students serve as a representative sample of learners nearing graduation, anticipated to exhibit advanced English writing skills To uphold ethical standards, informed consent will be secured from all participants before data collection.
RESEARCH DESIGN
This research utilizes a convergent mixed-methods design, combining quantitative and qualitative methods to investigate the influence of grammatical mastery on sentence structure in academic writing among English language majors This approach allows for an in-depth analysis of the application of grammatical knowledge in writing and the students' perceptions of their grammar-related challenges.
Justification for Mixed-Methods Design
Mixed-methods research is valued for its capacity to enhance understanding of research issues by integrating quantitative data with rich contextual insights According to Creswell and Plano Clark (2018), this approach is particularly beneficial in educational research, as it allows for the assessment of both measurable results and the viewpoints of participants In this study, the mixed-methods design facilitates a comprehensive analysis of the research problem.
Quantitative assessment of students' grammatical proficiency.
Qualitative analysis of sentence structures in students' written texts. Exploration of students' perceptions through self-report instruments.
This triangulation enhances the validity and reliability of the research findings
The Grammar Proficiency Test consists of 30 multiple-choice questions designed to assess students' mastery of essential grammar topics such as verb tenses, subject-verb agreement, clauses, articles, and conjunctions This test is created following recognized principles of language test design to ensure its effectiveness.
Scoring and Categorization: Participants are categorized into three proficiency levels—high (25–30 points), medium (15–24 points), and low
(0–14 points)—based on their total scores This categorization forms the basis for comparative analysis with their writing performance.
Students must compose a brief academic paragraph of about 150–200 words This writing is evaluated based on various criteria, including the types of sentences used—simple, compound, and complex Additionally, the analysis focuses on grammatical accuracy and identifies common structural and grammatical mistakes, such as sentence fragments, run-on sentences, and incorrect use of tenses or clauses.
The analysis framework is informed by Ferris (2011), who emphasizes the importance of understanding syntactic errors in L2 writing
The Grammar Perception Questionnaire is a structured tool designed to gather insights into students' views on grammar, the challenges they face in its application, and their utilization of grammar resources such as Grammarly and peer reviews This approach not only contextualizes quantitative data but also uncovers cognitive and emotional obstacles that may hinder effective grammar usage.
After completing both phases, the results from the grammar test, paragraph analysis, and questionnaire are collectively analyzed to answer the research questions This integration process emphasizes cross-validation to determine if there is a correlation between grammar proficiency and the complexity and correctness of written sentence structures.
This research design is informed by methodologies from previous studies:
Teng (2012): Linked grammar test scores with writing performance.
Yang (2004): Analyzed the impact of explicit grammar instruction on students' writing.
Myhill & Watson (2014): Emphasized the role of grammar awareness in sentence construction.
Ferris (2011): Analyzed syntactic errors and grammar treatment in L2 writing.
Garcia & Lopez (2025): Explored the impact of AI-supported writing tools on grammatical accuracy.
RESEARCH INSTRUMENTS
This study employs a standardized multiple-choice grammar test with 30 items to evaluate students' grammatical knowledge, ensuring its relevance to the research objectives and target participants Developed according to established language testing principles, the test addresses grammar points prevalent in university EFL curricula, focusing on essential structures such as tenses, clauses, prepositions, and subject-verb agreement The items were selected based on previous research highlighting common learner errors, underscoring the importance of validity, reliability, and practicality in EFL assessment tools.
The test covers essential grammar topics that often challenge English language learners, including verb tenses such as present perfect and future continuous, subject-verb agreement, and the correct use of articles and prepositions Additionally, it addresses conjunctions and various types of clauses, such as relative and conditional sentences These topics were selected based on an analysis of frequent grammatical errors among university-level learners and the focus of academic curricula.
The grammar proficiency test was designed to address key areas of English grammar that often pose challenges for learners in EFL contexts The selected grammar points are informed by research from Brown (2004), Ferris (2011), Myhill & Watson (2014), and Tamang (2022), alongside the curriculum requirements of tertiary English programs in Vietnam.
Assesses whether students can correctly match verbs with singular/plural subjects.
“She _ to school every day.”
Focuses on proper use of simple past, present perfect, future tenses, etc. Sample question:
A will rain B rains C rained D is raining
Tests the accurate usage of definite and indefinite articles in context. Sample question:
“She bought _ umbrella at _ store.”
Checks knowledge of common prepositions in time and location contexts. Sample question:
Tests appropriate linking of clauses and sentence parts.
“He didn’t study, _ he failed the exam.”
Evaluates use of relative pronouns in modifying noun phrases.
“This is the man _ helped me.”
Covers hypothetical or unreal situations in the present or future.
“If I _ you, I would study harder.”
Assesses ability to shift tenses and pronouns appropriately in indirect speech. Sample question:
“She said that she _ come to the party.”
Tests correct tag formation based on the main clause's verb.
“He didn’t go to the party, _ he?”
Covers correct usage of “-ing” forms and “to + verb” in various structures.Sample question:
A get up B getting up C to getting up D got up
The selected grammar points reflect essential high-frequency structures in academic English and address common challenges faced by Vietnamese EFL students, validating their presence in the test Each grammar item underwent a thorough review to ensure clarity and relevance prior to finalization.
Students can earn a maximum of 30 points, with each correct answer worth one point Based on their total scores, students will be classified into three grammar proficiency levels: high (25–30 points), medium (15–24 points), and low (0–14 points) This classification provides a clear understanding of the varying proficiency levels among students, aiding in effective data analysis.
A short questionnaire will be administered to explore students' views on grammar learning and writing challenges Questions include:
Do you think grammar is important for writing well in English? (Myhill
What kinds of grammar rules do you find most difficult to apply when writing? (Ferris, 2011)
Do you often check for grammar errors after writing? If so, how? (Hyland, 2016)
What sentence types do you often use in writing? (Yang, 2004)
Do you use any tools (e.g., Grammarly) to support your writing? Why or why not? (Garcia & Lopez, 2025)
Responses will help triangulate findings from the grammar test and paragraph analysis.
DATA COLLECTION PROCEDURES
Participants will be fully briefed on the study's objectives and required to sign a consent form Their participation is entirely voluntary, and all data collected will remain confidential, utilized solely for research purposes.
Distribute and administer the grammar proficiency test.
Distribute the grammar perception questionnaire.
DATA ANALYSIS
Test scores will be assessed and classified into three proficiency levels: high, medium, and low A manual count of grammar errors and sentence types in students' paragraphs will be conducted, with a focus on the correct and incorrect application of verb tenses, particularly the simple future tense (e.g., 'will + base verb'), which is frequently misused Additionally, patterns of accuracy and complexity will be analyzed across different proficiency groups.
The study will categorize written texts according to various grammatical errors, such as verb tense, subject-verb agreement, and run-on sentences, as well as different sentence structures, including simple, compound, and complex forms, following the guidelines established by Ferris (2011) and Tamang (2022) Additionally, thematic analysis will be conducted on questionnaire responses to uncover participants' perceptions and self-reported difficulties concerning grammar and writing.
EXPECTED OUTCOMES
This study aims to explore the connection between grammatical mastery and sentence structure in academic English writing among English language majors It is expected that students with higher grammatical competence will exhibit improved syntactic accuracy, complexity, and coherence in their writing These students are likely to create structurally correct sentences and utilize a diverse range of sentence types, including compound and complex structures, which are vital for academic writing A key outcome will be the identification of specific grammatical features that significantly influence sentence construction, such as verb tense consistency, subject-verb agreement, and the proper use of relative clauses, conjunctions, and transitional devices By highlighting these essential elements, the study seeks to inform targeted instructional practices that address common challenges faced by learners and enhance grammar-based writing strategies Additionally, the research will assess the extent to which students can apply their theoretical knowledge of grammar in practical writing contexts.
Many learners excel in multiple-choice grammar tests but struggle to apply this knowledge in academic writing This research aims to connect theoretical grammar knowledge with practical application in writing, aligning with modern pedagogical methods that prioritize communicative competence over rote memorization The study will also investigate students' perceptions of grammar and their writing challenges through a questionnaire, providing qualitative insights into their attitudes toward grammar instruction and its perceived relevance in writing By understanding students' cognitive and behavioral engagement with grammar, the research seeks to inform the creation of more effective, student-centered grammar instruction.
The study's findings could greatly impact English teaching in Vietnamese higher education by highlighting the strong link between grammatical mastery and effective sentence construction If this correlation is confirmed, it would support the integration of grammar instruction into academic writing curricula, promoting a holistic approach to language education where grammar is viewed as a vital tool for coherent communication and meaning-making.
This study aims to enhance both theoretical understanding and practical applications in second language writing, focusing on improving English grammar and writing skills The objective is to foster a learning environment where grammar is viewed as a tool for effective communication rather than just a collection of rules to memorize.
CONCLUSION
This study highlights the essential role of grammatical mastery in constructing effective sentence structures in English academic writing, particularly among English language majors at Nam Can Tho University It addresses a significant challenge in second language learning: the application of grammatical knowledge in practical writing tasks Despite extensive grammar study, many students struggle to convey their ideas clearly and accurately The research aims to identify the factors contributing to this issue and propose solutions for more effective instruction.
Integrating quantitative and qualitative methods provides a thorough analysis of students' grammar proficiency and their skills in forming coherent, well-structured sentences This approach aims to motivate educators to implement integrated teaching strategies that link grammar with writing, enhancing the relevance and applicability of instruction to meet students' academic requirements.
This research can significantly influence curriculum development, teaching materials, and educational policy in English language programs By transitioning from isolated grammar instruction to context-rich, task-based writing practices, students can enhance their mastery of grammatical forms while also building confidence and fluency in articulating their academic ideas.
The study enhances the discourse on the relationship between grammar and writing in second language acquisition It emphasizes the role of grammatical competence in fostering syntactic development and ensuring textual coherence, potentially providing valuable insights for teacher training, assessment, and instructional design.
This research aims to bridge the gap between grammatical knowledge and its practical application in academic writing By helping students become more confident, accurate, and expressive writers, it enhances their academic performance and prepares them for professional communication in English Ultimately, the study's significance lies in its potential to promote effective language education, empowering learners to use grammar as a foundation for purposeful and meaningful writing.
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